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School climate, principal support and collaboration among portuguese teachers
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Orientador(es)
Resumo(s)
This article analyses the relationship between school principal support
and teacher collaboration among Portuguese teachers. Data were
collected from a random sample of 234 teachers in middle and
secondary schools. The use of a combined approach using linear and
multiple regression tests concluded that the school principal support,
through the influence of the variables ‘emotional and informational
support’ and ‘support for professional development’, can predict
teacher’s involvement in collaboration. This global data is discussed in
light of a theoretical framework and compared to data from previous
research. The implications of the main findings are discussed and
some recommendations are made.
Descrição
Palavras-chave
School climate School principal Collaboration Teacher professional
Contexto Educativo
Citação
European Journal of Teacher Education, 40(4), 505-520. doi:10.1080/02619768.2017.1295445
Editora
Taylor & Francis